https://hdl.handle.net/10646/13 2026-04-09T19:19:39Z 2026-04-09T19:19:39Z Kusekwa, Lovemore Mushowani, Aston https://hdl.handle.net/10646/3522 2025-12-14T01:09:38Z 2014-01-01T00:00:00Z

The Open Access landscape in Zimbabwe: The case of university libraries in ZULC Kusekwa, Lovemore; Mushowani, Aston Purpose: The paper focuses on the current state of Open Access (OA) initiatives in Zimbabwean Universities. The paper specifically reports the initiatives at Zimbabwean universities regarding institutional repositories that promote OA and other digital OA collections. Methodology: A qualitative research methodology was adopted. Questionnaires were used as the primary data collection method for this research. The research sought to address the following specific areas: state of Institutional Repositories and Open Access in Zimbabwe, Discoverability of content, Open Access Policies and Mandates, benefits of Open Access in Zimbabwe and institutional OA future plans. A total of eight out of twelve universities responded to the questionnaire. The data provided by the universities involved in the research were summarised to give a general picture of the Open Access landscape in Zimbabwe. Findings: The current initiatives that the universities involved in this survey indicate that most universities in Zimbabwe are going to have institutional repositories that promote Open Access to information. Most institutions in Zimbabwe are already working on putting Open Access policies in place in a bid to promote Open Access. Originality: The research will shed more light on the status quo of the open Access initiatives in Zimbabwe, particularly with regards to institutional repositories, Open Access policies and Open Access Mandates. A post print

2014-01-01T00:00:00Z Nhendodzashe, Nancy Nhendo, Collen https://hdl.handle.net/10646/1301 2025-12-14T01:10:23Z 2013-01-01T00:00:00Z

An assessment of the information dissemination channels used by the Zimbabwe Women’s Resource Centre and Network in the provision of HIV/AIDS information to women Nhendodzashe, Nancy; Nhendo, Collen In light of a high HIV/AIDS prevalence rate among women in Zimbabwe, this study sought to assess the extent to which the Zimbabwe Women’s Resource Centre and Network (ZWRCN) was effective in disseminating HIV/AIDS information to combat the pandemic among women. Literature reviewed that in as much as information was crucial in the fight against HIV/AIDS; there are other strategies that should be employed in combating HIV/AIDS to complement information dissemination activities such as economic empowerment of women and promotion of gender equality. The evaluation research design was used to accomplish the research objectives. The population of the study consisted of thirty-five women and five ZWRCN staff. Thirty out of the thirty-five women responded to a questionnaire whilst three out of five ZWRCN staff members responded to an interview. The study revealed that most women did not have access to HIV/AIDS information they needed. Where such information was available, it was not based on formal needs assessment, hence, mostly irrelevant. The study recommended the ZWRCN to engage in effective needs assessment as well as partnering with other organisations whose mandate was gender and HIV/AIDS. The expected outcome of this recommendation was hoped to ensure the reversal of the pandemic among women. Of major importance was the introduction of outreach programmes where officers would collect, document and provide access to the needed information.

2013-01-01T00:00:00Z Mushowani, Aston Musemburi, Darlington Greengrass, Emma Duvigneau, Siobhan https://hdl.handle.net/10646/1082 2026-01-06T01:11:55Z 2011-03-01T00:00:00Z

Collaboration and Partnership in developing Information Literacy Pedagogy in Zimbabwe Mushowani, Aston; Musemburi, Darlington; Greengrass, Emma; Duvigneau, Siobhan “In its development history, IL has been understood and applied variously among regions and countries in different cultures and with various pedagogical approaches… different technological, social and cultural contexts.” (Nghiem, 2010). This has led to gaps in the pedagogical skills between the developed and developing world. Social, cultural, technological and economic backgrounds have had an impact on the way information literacy is delivered resulting in the rising of a need for collaborations and partnerships that help bridge this divide or gap. “Collaboration brings autonomous organizations together to fulfil a common mission that requires comprehensive planning and communication on many levels (Mattessich et al., 2001).” Such a collaboration was needed to enhance the skills of IL trainers in Zimbabwe. Gorman and Dorner’s study (in Nghiem, 2010) raises three important questions: “How can we define IL in a developing country context? How do we best determine the educational objectives of IL education in a developing country context? How can cultural awareness improve IL education?” Seeking to address these questions, the Institute of Development Studies (IDS) partnered with the Zimbabwe University Libraries Consortium in capacity building of senior IL trainers’ pedagogical skills. To this effect, two workshops were conducted with participants being drawn from all member universities in Zimbabwe. The first workshop featured the training of participants from four Universities and the second one drew its participants from nine institutions. The main objective of the workshops was to build the capacity of IL trainers to confidently deliver learner-centred participatory training programmes that nurture independent and critical thinking learners. It also focused on the assessment for teaching and assessment for learning to cater for a smooth transition of learners from secondary education to tertiary education. This paper is going to look at how the collaboration influenced teaching and learning styles in Zimbabwe in terms of curriculum development, pedagogical skills development as well as assessment for learning and assessment for teaching. In this regard, it is going to explore ways and means through which IDS is mentoring Zimbabwean Information Literacy professionals in the light of the dynamic and ever changing information environment. As a result, the paper will profile the information literacy teaching landscape before and after the training workshop through the use of pre and post workshop surveys. It will also profile how the partnership is being made sustainable through the use of various tools such as Web 2.0. Evidence based interventions models for prospective collaborative projects in the developing regions will result from this study. Overall the impact and benefits that were derived as well as lessons that can be learnt from such collaborations will help shape evidence based interventions. References Czajkowski, J. M., & Fayette, I. A. (2007). Leading successful interinstitutional collaborations using the collaboration success measurement model. In Chair Academy’s 16th Annual International Conference: Navigating the Future through Authentic Leadership, Jacksonville, Florida Mattessich, P. W., Murray-Close, M. & Monsey, B. R. (2001). Collaboration: What makes itwork (2nd ed.). St. Paul, MN: Amherst H. Wilder Foundation. Nghiem, H. (2010). Delivering information literacy programmes in the context of network society and cross-cultural perspectives. In Proceedings of The World Congress of Library and Information Presentation made at the LILAC 2013 Conference. Full presentation with notes accessible on the following website: http://www.slideshare.net/infolit_group/musemburi-mushowani-greengrass

2011-03-01T00:00:00Z Zengeya, Munyaradzi Alexander https://hdl.handle.net/10646/642 2025-10-25T01:33:55Z 2008-11-03T00:00:00Z

Information and Communication Technology (ICT) Skills for Bachelor of Education Degree Students at the University of Zimbabwe: Implications for University Policy on a Computer Course for Undergraduate Student Teachers. Zengeya, Munyaradzi Alexander The development of appropriate computer literacy skills within all school teachers for non-computing subjects has recently become a strong international challenge. This is in view of the increasing use of computers in enhancing learning in all educational institutions, including colleges and universities. Employing a survey methodology, this study sought to provide answers to questions that included; what computer skills do undergraduate student teachers bring with them to the University of Zimbabwe; what computer equipment was available at the teachers’ schools and homes; and what factors influenced the teachers’ computer skills development. The findings indicated the students teachers were generally from rural areas and had no, or very little, experience with computers, with most of them using a computer for the first time. The study recommends strengthening the course through strategies such as increasing the computer equipment available for training and offering a separate certificate for the course as an incentive.

2008-11-03T00:00:00Z